commit to user
THE EFFECTIVENESS OF CONTEXTUAL TEACHING
AND LEARNING IN TEACHING SPEAKING VIEWED
FROM STUDENTS‘ SELF
-ESTEEM
(An Experimental Research in the Second Semester Students of
English Department
–
Siliwangi University Tasikmalaya in the
Academic Year of 2011/2012)
A Thesis
by
Nita Sari Narulita Dewi
S 891008062
Submitted as Partial Fulfillment of the Requirements for the Graduate
Degree of English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
commit to user
PRONOUNCEMENT
This is to certify that I myself write this thesis, entitled
“
THE EFFECTIVENESSOF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING
VIEWED FROM STUDENTS’ SELF-ESTEEM (An Experimental Research at the
Second Semester Students of English Department – Siliwangi University
Tasikmalaya in the Academic Year of 2011/2012)
”
. It is not a plagiarism or made
by others. Anything related the other‘s work is written in quotation, the source of
which is listed on the bibliography. If then this pronouncement proves wrong, I
am ready to accept any academic punishment, including the withdrawal or
cancellation of my academic degree.
Surakarta, December 2013
commit to user
APPROVAL
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND
LEARNING IN TEACHING SPEAKING VIEWED FROM
STUDENTS’ SELF
-ESTEEM
(An Experimental Study at the Second Semester Students of
English Department
–
Siliwangi University Tasikmalaya
in the Academic Year of 2011/2012)
Nita Sari Narulita Dewi
S 891008062
commit to user
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING
IN TEACHING SPEAKING VIEWED FROM STUDENTS’ SELF-ESTEEM
(An Experimental Study at the Second Semester Students of English Department – Siliwangi University Tasikmalaya
in the Academic Year of 2011/2012)
Nita Sari Narulita Dewi S 891008062
commit to user
ABSTRACT
Nita Sari Narulita Dewi. S891008062. 2013. THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING VIEWED
FROM STUDENTS‘ SELF-ESTEEM (An Experimental Research at the Second Semester Students of English Department – Siliwangi University Tasikmalaya in the Academic Year of 2011/2012). THESIS. Consultant 1: Dr. Ngadiso, M.Pd.; Consultant 2: Drs. Martono, M.A. English Education Department, Graduate School, Sebelas Maret University, Surakarta.
The objectives of the research are to prove whether: (1) Contextual Teaching and Learning is more effective than Audio-Lingual Method in teaching speaking at the second semester students of English Department – Siliwangi University Tasikmalaya in the Academic Year of 2011/2012; (2) the students who have high self-esteem have better speaking ability than those who have low self-esteem at the second semester students of English Department – Siliwangi University Tasikmalaya in the Academic Year of 2011/2012; and (3) there is an interaction between teaching methods and self-esteem in teaching speaking at the second semester students of English Department – Siliwangi University Tasikmalaya in the Academic Year of 2011/2012. The research is an experimental research conducted at Siliwangi University Tasikmalaya in the Academic Year of 2011/2012. The population was the second semester students of English Department – Siliwangi University Tasikmalaya which consisted of 235 students coming from seven classes. The sample, II F as the experimental group and II B as the control group, was taken by using cluster random sampling. The number of students of each class is 30 students, so there are 60 students used as sample. To collect the data, the writer used questionnaire of self-esteem and speaking test. To know the readability of speaking test and to know validity and reliability of the questionnaire of self-esteem, a try-out was done beforehand. The writer used normality and homogeneity test in order to check normality and homogeneity of the sample distribution. The data were analyzed using ANOVA and Tukey test. The research findings show: (1) Contextual Teaching and Learning is more effective than Audio-Lingual Method in teaching speaking; (2) The students having high esteem have better speaking ability than those having low self-esteem; and (3) There is interaction between teaching methods and students‘ self-esteem. Based on the findings, it can be concluded that Contextual Teaching and Learning is an effective method to teach speaking because it offers challenging learning activities. To get maximum result and effect on students‘ speaking ability, English teachers are
suggested to apply appropriate methods by considering students‘ characteristics
especially based on their self-esteem.
commit to user
MOTTO
Many of life‘s failures are experienced by people who did not realize
how close they were to success when they gave up.
commit to user
DEDICATION
This thesis is dedicated to:
My beloved husband, sons, and daughter
commit to user
ACKNOWLEDGEMENT
Alhamdulillahirabbil‘alamin. Praise is to ALLAH SWT who blesses the writer so that she can complete the writing of this thesis. In addition, this thesis can never be
finished without the help of others during the process of writing. Therefore, she would
like to express her deepest gratitude and appreciation to the following:
1. The Director of Graduate Program of Sebelas Maret University for his permission to
write this thesis.
2. The Head of the English Education Department of Graduate Program for his advice.
3. Dr. Ngadiso,M. Pd., the first consultant, for all his invaluable guidance, advice,
encouragement, and patience during the writing process of this thesis.
4. Drs. Martono, M.A., the second consultant, for all his invaluable guidance, advice,
encouragement, and patience during the writing process of this thesis.
5. The Head of English Department – Siliwangi University Tasikmalaya, for the permission and advices for doing the research.
6. The second semester students of English Department – Siliwangi University Tasikmalaya who have participated well in the research.
7. Her family for their supports, caring, and prayer.
The writer hopes and accepts gratefully every comment and suggestion. Finally,
she has a great expectation that her research will be beneficial and useful for anyone who
is interested in reading this thesis.
Surakarta, December 2013
commit to user
TABLE OF CONTENTS
Page
TITLE PAGE ...
i
PRONOUNCEMENT ... ii
APPROVAL PAGE ... iii
LEGITIMATION OF EXAMINERS ... iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLE ... xii
LIST OF FIGURES ... xiii
LIST OF ABBREVIATION ... xiv
LIST OF APPENDICES ... xv
CHAPTER I
INTRODUCTION
A. Background of the Study ... 1B. Identification of the Problem ... 5
C. Limitation of the Problem ... 6
D. Statement of the Problems ... 6
E. The Objectives of the Research ... 7
F. The Benefits of the Research ... 7
CHAPTER II THEORETICAL BACKGROUND
A.
Theoretical Review ... 9
1.
Review of Speaking ... 9
a.
Definition of Speaking ... 9
b.
Components of Speaking ... 10
c.
Basic Concepts in Speaking to Communicate ... 13
d.
Functions of Speaking ... 17
e.
Three Influential Factors in Speaking ... 22
2.
Teaching Speaking in the Classroom ... 23
a.
Types of Speaking Activities ... 24
commit to user
3.
Review of Contextual Teaching and Learning ... 31
a.
Definition of Contextual Teaching and Learning ... 31
b.
The Implementation of Contextual Teaching and Learning... 32
c. The principles of Contextual Teaching and Learning ... 37
d.
The Characteristics of Contextual Teaching and
Learning ... 40
e.
The Advantages of Contextual Teaching and Learning ..42
f.
The Disadvantages of Contextual Teaching and
Learning ... 42
4.
Review of Audio-Lingual Method ... 43
a.
Definition of Audio-Lingual Method ... 43
b.
The Implementation of Audio-Lingual Method ... 44
c.
The principles of Audio-Lingual Method ... 47
d.
The Characteristics of Audio-Lingual Method ... 50
e.
The Advantages of Audio-Lingual Method ... 51
f.
The Disadvantages of Audio-Lingual Method ... 52
5.
Review of Self-Esteem... 53
a.
Definition of Self-Esteem ... 53
b.
The Components of Self-Esteem ... 54
c.
Types of Self-Esteem ... 59
d.
The Characteristics of Students‘ Self
-Esteem ... 61
B. Review on Related Research ... 68
C. Rationale ... 73
D. Hypothesis ... 79
CHAPTER III RESEARCH METHODOLOGY
A. The Setting of the Research ... 801.
Place of the Research ... 80
2.
Time of the Research ... 80
B. The Research Method ... 81
C. Research Variables ... 82
D. Subject of the study ... 82
1.
Population ... 82
2.
Sample ... 83
3.
Sampling ... 83
E. Technique of Collecting the Data ... 84
F. Technique of Analyzing the Data ... 88
1.
Descriptive Statistic ... 88
2.
Normality Test ... 90
commit to user
4.
ANOVA Test ... 91
5.
Tukey Test... 94
G. Statistical Hypothesis ... 95
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A.
The Implementation of the Research ... 97
B.
Data Description ... 99
C. Normality and Homogeneity Test ... 111
D. Testing Hypothesis ... 115
E. Discussion ... 121
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A.
Conclusion ... 128
B. Implication ... 129
C. Suggestion ... 129
BIBLIOGRAPHY ... 132
commit to user
LIST OF TABLE
Table 2.1 The Foreign Services Institute (FSI) Analytic Rating Scale ... 29
Table 2.2 The differences between Contextual Teaching and Learning and Audio-Lingual Method ... 52
Table 2.3 The Influence of High Self-Esteem on Students‘ Speaking Ability ... 76
Table 2.4 The Influence of Low Self-Esteem on Students‘ Speaking Ability ... 76
Table 2.5 The Interaction between Teaching Methods and Self-Esteem in Teaching Speaking ... 79
Table 3.1 Time Schedule of the Research
………80
Table 3.2 ANOVA Research Design ... 91
Table 3.3 Summary of a 2X2 Multifactor Analysis of Variance ... 94
Table 4.1 The Summary of the Implementation of the Research ... 97
Table 4.2 Frequency Distribution of Data A1 ... 100
Table 4.3 Frequency Distribution of Data A2 ... 101
Table 4.4 Frequency Distribution of Data B1 ... 103
Table 4.5 Frequency Distribution of Data B2 ... 104
Table 4.6 Frequency Distribution of A1B1 ... 106
Table 4.7 Frequency Distribution of A1B2 ... 107
Table 4.8 Frequency Distribution of A2B1 ... 109
Table 4.9 Frequency Distribution of A2B1 ... 110
Table 4.10 Summary of Normality Test ... 114
Table 4.11 Summary of Homogeneity Test ... 115
Table 4.12 Summary of a 2 X 2 Multifactor Analysis of Variance ... 116
Table 4.13 Mean of Scores... 116
commit to user
LIST OF FIGURES
Figure 4.1 Histogram and Polygon of Data A1 ... 100
Figure 4.2 Histogram and Polygon of Data A2 ... 102
Figure 4.3 Histogram and Polygon of Data B1 ... 103
Figure 4.4 Histogram and Polygon of Data B2 ... 105
Figure 4.5 Histogram and Polygon of Data A1B1 ... 106
Figure 4.6 The Histogram and Polygon of Data A1B2 ... 108
Figure 4.7 Histogram and Polygon of Data A2B1 ... 109
Figure 4.8 Histogram and Polygon of Data A2B2 ... 111
commit to user
LIST OF ABBREVIATION
1.
CTL Contextual Teaching and Learning
commit to user
LIST OF APPENDICES
Appendix Page
1.
Lesson Plans for Experimental Class ... 140
2.
Lesson Plans for Control Class ... 161
3.
Blue Print of Self-Esteem ... 205
4.
The Questionnaire of Self-Esteem (Before Try-Out) ... 207
5.
The Result of the First Validity of the Questionnaire of Self-Esteem ... 212
6.
The Computation of the First Validity of the Questionnaire of Self-Esteem... 213
7.
The Result of the Second Validity of the Questionnaire of Self-Esteem ... 215
8.
The Computation of the Second Validity of the Questionnaire of Self-Esteem.. 216
9.
The Computation of Reliability of the Questionnaire of Self-Esteem ... 218
10.
The Questionnaire of Self-Esteem (After Try-Out) ... 219
11.
Readability of Speaking Test ... 221
12.
Descriptive Statistic ... 223
13.
Normality Test ... 231
14.
Homogeneity Test ... 239
15.
ANNOVA ... 240
